©2019 by St Columba's School, Iona Road, Glasnevin, Dublin 9, Ireland

First/Second Class - Ms. Moroney

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Work for Completion During School Closure​

30th March-3rd April

Hello everyone!

Here’s some work to get you through the next few days.

Ms. Moroney

Maths: (first class)

Parents, the following should help in guiding you through the topic of ‘Capacity’ (part of the ‘Measures’ strand of the Maths curriculum)

  • pages 137, 138, 139 and 140 of Busy at Maths will be useful when working on this topic.

  • begin by asking your child to sort items into ‘those that hold a small amount of liquid’ and those that hold a larger amount of liquid’

  • then ask her to find objects that she thinks will hold more or less than any given object. Encourage the use of the vocabulary of capacity, such as ‘holds more’, ‘holds less’, ‘holds about the same amount as’…

  • when filling any container, encourage the use of words and phrases such as ‘full’, ‘empty’, ‘nearly full’, ‘nearly empty’

  • pick a particular container, for example a jug, and a smaller object, for example a spoon, and ask your child to estimate (guess) how many spoonfuls would be needed to fill the jug to the top. Then use the spoon to fill the jug. Discuss the result – ‘Was my estimate a good estimate?’

  • use the same jug, but pick a different, larger object (such as a glass) and estimate how many glassfuls might be needed to fill the jug. Encourage speculation about whether fewer or more glassfuls than spoonfuls might be needed to fill the jug, and why that might be the case.

  • discuss the suitability, or otherwise, of different units to measure the capacity of a container  - for example, would it be a good idea to use an eggcup to measure the capacity of a bath? Why/why not? Is there another measure which would be more useful?

  • discuss the need for a standard (always the same) unit of measure for capacity

  • introduce the idea of a litre as a standard measure of capacity used all over the world

  • look for items in the home which have a capacity of one litre (1 L). Try to collect one litre containers of different sizes and shapes, to emphasise that a litre does not necessarily ‘look’ a particular way! Prove the capacity by pouring from one into the other!

  • help your child to collect items which she thinks hold less than or more than a litre. Always encourage estimation before measuring using the standard unit.

  • set tasks involving the standard measure (1L), always encouraging her to estimate first. Here are some examples:

How many glasses/teaspoons/eggcups can I fill from a 1 litre bottle of water?

How many litres of water will be needed to fill a large jug/basin/bucket?

Literacy: (first and second classes)

We normally write ‘Our News’ on Mondays at school. Sadly, we can’t do that at the moment, but I’d really like to know what you’ve all been getting up to during the last few weeks!! Use your notebook to keep a ‘journal’ of all your activities/news. Remember, when writing your news it’s all about ‘Getting down what’s in your ceann’. Don’t worry too much about handwriting or spelling – it’s the thoughts and ideas that are important!

Irish myths and legends are fun to read and I would like both classes to read some this week. You are all familiar with the character of Finn Mc Cool, the legendary Irish giant, and there are many stories about him to choose from. You might like to look particularly at the story ‘Finn and the Salmon of Knowledge’. (There’s a nice Powerpoint version of the story on Twinkl) When you’ve read the story there are a number of activities you could try:

  1. Re-write the story on your own words – you could even make your own ‘fish’ template to write it on!

  2. Think about the story from the point of view of Finn’s teacher/the fish – Was he mad/sad that Finn had all the knowledge in the world? Write the story from his point of view.

  3. Think about what Finn might have done with all the knowledge in the world. You can write/draw/paint your ideas.

  4. Make a ‘cartoon’ version of the story, with lots of drawings and speech/thought bubbles.

  5. Do some research on salmon and write/draw about what you found out. Present your findings to an adult – you’re all well able to put on a show!!

When doing the written activities related to ‘Finn and the Salmon of Knowledge’, write a first draft in your notebook, ask an adult to have a look at it, and then write it again on your personally designed worksheet!

Keep well and safe everyone!!

Ms. Moroney

Maths: (Second Class)- Ms. A. Murphy

Dear Parents,I hope you, your daughter and all the family are well.  This work is not prescriptive, just do what you can. I've tried to make the activities as practical as possible. Encourage your daughter to become a 'Maths Detective'!

Wishing you a very happy and healthy Easter. Stay safe and stay well.

 

Kind regards,

Anne Murphy

Tables:

  • Learn 10-10=0 - 22-0=12

  • Revise subtraction tables up to 9- 

  • Revise addition tables up to 12+

  • Counting:Count forwards in 4's - 48

  • Count forwards/backwards in 6's to 72

  • Count forwards/backwards in 3's to 48

  • Count forwards/backwards in odd/even numbers (0-200)

  • Count forwards/backwards in 10's, 5's (0-200)

 

Brain Teasers Book 2:

  • Fractions p.34, 35

  • Money p.36, 37 cjfallon.ie (Mental Maths - quiz/oral work)

Topic: Measurement - Weight

Oral language:

light/heavy, lighter/heavier/ lightest/heaviest, weigh the same, 1kilogramme, 1/2kilogramme, 1/4kilogramme weighing scales.

Encourage your child to

  • identify items that are light/heavy within the home.

  • record pictorially - light/heavy

  • compare the weight of two items (that she can handle) .i.e cup/egg cup: tea spoon/dessert spoon, "The cup is heavier than the egg cup." "The egg cup is lighter than the cup". etc.

       record pictorially - lighter/heavier

  • compare more than two items i.e egg cup/ cup/ bowl;  cup/saucer/plate; toy car/truck/lorry; doll/ teddy/rubber duck etc.. "The egg cup is the lightest, the bowl is the heaviest." "The cup is heavier than the egg cup but lighter than the bowl."

  • record pictorially - lightest/heaviest

  • find items that weigh about the same.

  • Encourage your child to balance the weight of various items in the home using nonstandard units of measurement i.e. clothes pegs, toy blocks etc

i.e  ----- clothes pegs weigh about the same as. a n egg cup 

      ----- clothes pegs balance an egg cup

  • The standard units of measurement we use for measuring weight are kilogramme/kg and grams/g.  Draw your child's attention to the measurement of weight on different food items/ packages.

Have your child find items  that  

  • weigh a kilogramme - record pictorially

  • <kg(less than)/ 1kg/.>kg (more than) - record pictorially 

  • Remember- 1kg=1/2kg+1/2kg 

  • that weigh 1/2kg - record pictorially

  • Remember- 1 kg=1/4kg+1/4kg+1/4kg+1/4kg

  • Have your child find items that weigh 1/4kg - record pictorially

  • Hand your child an item, have her estimate the weight of the product i.e 1kg/1/2kg/1/4kg, then check the weight on the back of the package.

  • Weigh various items around the home using kitchen scales.

  • Record: object, estimate, weight.

  • Baking:Child'splay:easy baking recipes-Independent.ie:

  • Weigh herself on the bathroom scales?

  • B.A.M p 104 -107

Website Suggestions

 

http://cjfallon.ie

ie.ixl.com/math/class-(Section Units of measurement)

www.topmarks.co.uk (Place Value 0-200; Measurement- Weight)

www.mathsplayground.com/grade1.gameshtml

Useful Information

  • P.E. days are Tuesdays and Fridays. The children should wear their tracksuits on these days. 

  • Irish dancing takes place every Thursday. The children should leave their dancing shoes (plimsolls) in school if possible, to ensure they are not forgotten. Please label shoes clearly.